Abstract

This study aims to analyze if there are gender differences in the pedagogical use of the Moodle platform, by conducting surveys among a population of 640 teachers from a technical professional higher education institution in Chile. It has been made a statistical analysis based on a significance test of null hypothesis in which the gender variable has been analyzed in a decontextualized manner, without taking into account the interactions that they could have with other variables. The evidence shows that there are no significant differences between female and male teachers with regard to the educational use of the Moodle platform as well as self-qualification with respect to proficiency on the platform